O cordel na sala de aula: uma proposta para o letramento literário

• Autor(a) principal: Cavalcante, Manoel Cleriston Luna
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UEFS
• Texto Completo: http://tede2.uefs.br:8080/handle/tede/806
• topic: Leitura; letramento literário; literatura de cordel; ensino de língua portuguesa; Reading; literary literacy; cordel literature; Portuguese language teaching; LETRAS::LINGUA PORTUGUESA

The present study presents a pedagogical intervention proposal that aims to promote literary literacy development in a Municipal School class of 9th grade students, through the insertion of Cordel Literature in the classes of Portuguese Language. We also intend to contribute to the formation of students who are critical readers and writers, providing them with favorable situations to express their subjectivities and positioning about their social context by using orality or writing skills. Reflections about the methodology used to teach reading skills and literary literacy at school as well as the incipient results of external evaluations about students’ reading competence motivated the development of this work. Linked to the line of research “Reading and Text Production: social diversity and teachers practice” of the Program of Professional Master in Portuguese (PROFLETRAS/UEFS), this intervention research is inserted on the research field of applied nature in which we developed a didactic sequence to literary literacy based on reading and writing of the poetic genre Cordel Literature. In this sequence, we proposed the reading of a local author Cordel booklet since we verified the absence of local authors on school spaces. The theoretical assumptions that supported those actions were the discussions of reading process (LEFFA, 1996; MARTINS, 2014); the process of literacy schooling (ZILBERMAN and RÖSING, 2009; KOCH and ELIAS, 2008; BRASIL, 1998; SANTOS, 2010; FUZA, OHUSCHI and MENEGASSI, 2011); literary reading at school (DALVI, REZENDE and FALEIROS, 2013: MICHELETTI, 2006); the literary literacy (COSSON, 2006; PAULINO and COSSON, 2009; ZAPPONE, 2008); the Cordel literature and its presence in classroom (ABREU, 1999; MAXADO, 2011; ALVES, 2013; HAURÉLIO, 2013). With the application of the intervention proposal, we observed that Cordel Literature is a motivating genre for the reading and writing practices at school. A reason of proud for the research subjects, the productions were published as Cordel Booklets for the students of the participating school and in a website on the WordPress platform